The Muslim takeover of schools was almost complete, all the pieces were in place, years of painstaking planning were about to pay off, yet at the eleventh hour the whole plan was scuppered when the secret masterplan was leaked, pulling the proverbial rug from underneath our very feet. Epic fail! Back to the drawing board!
It may seem like a mediocre storyline from a Spooks episode that failed to make the cut, but over the past few weeks the headlines seem to back up the claims. Or do they?
In early March, allegations began to surface of a plan, purportedly by ‘hard-line Muslims’ (is there any other kind?) to change schools into faith schools under the leadership of Muslim head teachers. The plan, codenamed ‘Operation Trojan Horse’[1], called for an end to illicit Sex and Relationship Education (SRE) classes, putting a stop to the teaching of homosexuality, ditching Christian prayers and mixed swimming
lessons. The strategy called for the replacement of existing governing bodies with Muslim governors and a coordinated plan to ensure parents created as much noise as possible to wear down school heads. One Muslim named in the document made it very clear the document was a hoax and any reference to him in the document was “a malicious fabrication” and included a number of inconsistencies and inaccuracies.[2] It is interesting that Birmingham City Council’s initial response was to claim they were investigating the allegations[3], despite the fact that the document was in their hands as early as November 2013. It is also surprising that the assistant principal of one of the schools at the centre of the claims was told by council officials they believed the document was a “malicious hoax” when the allegations surfaced but they would not come out publicly with this revelation.[4]
The ‘Trojan Horse’ document leaked to the press was full of more holes than Swiss cheese and it left just as bitter a taste in the mouths of many of us used to the kind of sensationalism that has characterised the reporting of matters pertaining to Muslim communities.[5]
That did not stop inspectors from visiting ‘suspect’ schools and by all accounts asking leading questions and building their evidence of an extremist takeover of Birmingham schools based upon selective information[6]. It seemed to many that whenever allegations are made against Muslims, the response acknowledges the veracity of the claims even before they have been proven. In one case the media were informed that an academy would be placed in special measures even before the report was published[7].
The poisoned narrative that the media reporting bolsters suggests that Muslims are plotting a takeover, deploying such cunning and guile, that even Sherlock’s arch nemesis Moriarty would turn green with envy. Yet such a simplistic notion relies on Muslim determination, coordination, strategic know-how and a huge smattering of patience—attributes which are unfortunately absent amongst Muslims to the extent that such a bold plan requires.
Who benefits from this gift that keeps on giving? For newspapers, these stories act as the main staple for a readership that want to gorge themselves on stories that prove what they already know to be true. So when sensationalist headlines scream “Muslim takeover!!”, this resonates with the average reader who wants ‘evidence’ for his deeply held ‘views’ rather than for prejudices to be challenged.
The widespread narrative that has penetrated the public consciousness, to varying degrees, suggests that Muslims are utilising any and every means, foul and fair, to change ‘our way of life’, with a mixture of taqiyya and political correctness to ensure success. Yet some newspapers are infamous for not allowing the truth to get in the way of a good story and ‘extremist’ Muslim parents pressuring schools, with secret documents, personal anecdotes and hearsay, as well as concern from the very heart of government, are key ingredients for any scandalous editor’s dream. Boys will be boys, and lazy journalists will sensationalise.
I have supported parents concerned with the way some schools teach Sex and Relationship Education (SRE) over the past four and a half years, including parents in Birmingham. During this time I have met and spoken to thousands of Muslim parents, I have only ever come across parents concerned with the education of their children in the most holistic sense. They do not use this or any other issue to pursue a hidden agenda and it is important to stress, they do not ask for special treatment. Guidance from the government clarifies that teaching in this area has to be in line with parents’ wishes and the culture of the community the school serves. Any decent school which prizes its relationship with parents will seek to include the views of parents in decision-making. This is so important that the new Ofsted framework requires that schools have strategies in place to engage parents to achieve successful outcomes for pupils—without this a school cannot be graded ‘outstanding’. If parents do not want SRE to be taught in a school and convince the governing body, it can decide not to teach it beyond the statutory science elements. Despite the fact that the law is on their side, the headlines may still scream “Muslim parents enforce Islamic values in a school”.
Liberal-minded parents may convince a school to change the way a particular part of the curriculum is taught, influence the choice of Modern Foreign Language (MFL) or even arrange an educational trip to a foreign country. If Muslim parents in a state school, however, comprising close to 100% Muslim pupils opt for Arabic to be taught, a prayer room established, a change to the uniform policy to accommodate the Islamic dress code or plan a foreign trip to Makkah, we are told this is a “Muslim takeover” and the Department for Education and Ofsted call for an investigation. The problem is the mere mention of ‘extremism’. An ill-defined, catch-all word is used to paralyse Muslims and force us to self-censor in a way other communities are not made to do. A few years ago when a group of east London parents were at loggerheads with a primary school, which had decided to teach about homosexual relationships under the guise of fighting homophobic bullying, the local authority monitored the situation under the remit of assessing extremism. When David Cameron recently visited Birmingham he was adamant there was “no place for extremism in schools”[8]. By making such a statement, which includes a sensationalist term which people choose to define as they please, it gives credence to the allegations.
So when are legitimate concerns of Muslim parents considered the first step in a nefarious plan to change a school into an Islamic school? A lot of the concerns of Muslim parents stem from the fact that far too many schools expect our children to surrender a pivotal strand of their identity—their Islam—at the gates. Whilst other strands of a child’s identity are catered for, including the recent push for children to be afforded acceptance of their sexual orientation, Muslim parents are often told by schools when they request changes to reflect their child’s faith belonging, “if you don’t like it here you can always send your child to a Muslim school.”
The biggest casualty in this mess will be Muslim parents who will, in future, think twice about pursuing a legitimate issue with schools for fear of being accused of seeking to engineer an extremist takeover. It is not inconceivable that unscrupulous schools could bank on this to ensure parents toe the line. Despite this we have to think and act from the firm basis that these are our schools and as parents we have a stake in them. No doubt, most schools do an excellent job but that must not mean we do not get involved in schools, celebrate their successes, give credit where it’s due, but also intervene to ensure our voices are heard when it matters.
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Source: www.islam21c.com
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6 Comments
When was it a priority in the 21st century to rule children’s lives with deities? Religion pushed on children is cruelty. A child should make decisions on which religion or ideology to adapt when they have been presented with the choices in religious education.
To assume children are not capable of adopting ethical and correct principles without religious influence is a huge insult of young people’s intelligence.
I feel very sorry for people who can’t lead their own lives and have to follow religion to feel able to do so.
I respect other’s faiths but I don’t understand their ability to allow such manipulation of their mind.
I wonder if you notice the irony in your comment. Muslims don’t need to push anything on their children since Islam is the way of the fitrah (innate, natural disposition). However we do have to resist the indoctrination coming from all other angles, be it consumerism, secularism or the rest of the barrage of manmade philosophies/ideologies/religions that exist today, which lead to fallacies, doubt, confusion and utter chaos. Not to mention carefully crafted arguments designed to dupe and mislead people. Case in point, the reason your argument is self-annihilating, is that you are advocating that which you are indirectly speaking against – a position vis-a-vis raising children, more specifically protecting them from what you consider harm (if you did not realise this when you first came across it then imagine the impact of such deception on younger minds).
As for letting children make up their own minds, then applying that to this context is more abusive than letting them ‘make up their own minds’ about playing with fire or taking sweets from strangers.
Typical hate-mongering by the press. If by scouring and desperately searching for a reason to demonize Muslims you come to no success, why not make up a reason?
I would like to know what the parents of the children who attend these so called taken over school are doing about it? I asked one parent from one of the affected schools what you doing about it and the reply was “Nothing”. If the child’s parent couldn’t careless of the state the schools what hope have the children got for the future.
Useful article and encouraging to stick by our principles. True that they are intimidating Muslims to silence them …firstly, attacking Muslim schools and now Muslims in state schools…
May our children remain strong… its also a reminder to keep our children close and emotionally bonded so they trust us.
Legally, the state has an obligation to respect the rights of parents to ensure that ‘education and teaching(of their children) is in conformity with their own religious and philosophical convictions.’The schools must satisfy the spiritual, moral, social, and cultural needs of Muslim pupils. State schools with non-Muslim monolingual teachers are not in a position to satisfy their needs.
A good school is not just a knowledge factory or a conveyor belt for churning out exam passes – it is a community, a family. A community is held together by common values and principles.
It is a common saying that British schooling is upholding British values of integration, respect, tolerance and equality. But all minority groups find British schooling is the home of institutional racism and British teachers are chicken racist. This is one of the many reasons why they would like to see their children attending their own schools with their own teachers. Sikh and Hindu communities have set up their own schools. Now Black community is thinking of setting up schools with their own teachers. A study claims that Black and Asian pupils are being held back in the classroom because schools are “intuitionally racist”. Let the minority communities educate their own children and you better educate your children for the well being of the British society. Islamic schools protect Muslim children from the onslaught of Euro-centrism, homosexuality, racism, and secular traditions.
British schooling and the British society is the home of institutional racism. The result is that Muslim children are unable to develop self-confidence and self-esteem, therefore, majority of them leave schools with low grades. Racism is deeply rooted in British society. Every native child is born with a gene or virus of racism, therefore, no law could change the attitudes of racism towards those who are different. It is not only the common man, even member of the royal family is involved in racism. The father of a Pakistani office cadet who was called a “***” by Prince Harry has profoundly condemned his actions. He had felt proud when he met the Queen and the Prince of Wales at his son’s passing out parade at Sandhurst in 2006 but now felt upset after learning about the Prince’s comments. Queen Victoria invited an Imam from India to teach her Urdu language. He was highly respected by the Queen but other members of the royal family had no respect for him. He was forced to go back to India. His portrait is still in one of the royal places.
A report by the Institute for Community Cohesion found that native parents were deserting some schools after finding their children out numbered by pupils from ethnic minorities. Schools in parts of England are becoming increasingly segregated. The study focused on 13 local authorities. Many of the schools and colleges are segregated and this was generally worsening over recent years. This is RACISM because British society is the home of institutional racism. My statement regarding Muslim schools where there is no place for non-Muslim child or a teacher is based on educational process and not on racism. Muslim children need Muslim teachers during their developmental periods. For higher studies and research, Muslim teacher is not a priority.
Western media and politicians have been trying their best to propagate against Muslim schools. Muslim schools are even called Osama bin Laden Academies by a Teaching Union. Only less than 5% of Muslim children attend Muslim schools while more than 95% are in state schools to be mis-educated and de-educated by non-Muslim monolingual teachers. The demand for state funded Muslim schools is in accordance with the law of the land. Muslim community is not asking for any favour. Muslim community pays all sorts of taxes and is less burden on social services. Church leaders say it is no longer “appropriate” for them to run Sacred Heart RC Primary School which has just six Christian pupils. The school in Blackburn, Lancs, could be handed to the nearby Masjid-e-Tauheedul mosque.
State schools get appalling Ofsted reports as well. There will be good and bad state schools and good and bad free schools. Muslim Girls school tops state school rankings in Blackburn. Yet, the only news we get is about a failing school in Derby. There are good Muslim schools and there are bad ones. However, let’s be blunt, negative stories about Muslims predominate. There is a reason for that. And no, it’s not because Muslims predominantly do negative things. While it’s great that a Muslim school toped some ranking that isn’t news – just like the many Christian and secular schools that top local rankings aren’t. There is a very obvious reason why there are more negative stories about Islam than positive ones.It is funny how negative Muslim stories are given front page and positive Muslim stories are packed away where you have to actively look for them. What about the Catholic church for example: White British men who abused boys and were just placed in different institutions when caught and protected by their superiors.Or is it because we are white that we don’t behave badly or are blameless for any bad behaviour
Multiculturalism is not about integration but about cultural plurality. It is not about separation but about respect and the deepening awareness of Unity in Diversity. Each culture will maintain its own intrinsic value and at the same time would be expected to contribute to the benefit of the whole society. Multiculturalism can accommodate diversity of all kinds – cultural, philosophical and religious – so that we can create a world without conflict and strife. Britain can assume the role of accommodation and concern for all peoples, for our planet and indeed for our survival. Multi-culturalism is even more important and crucial after 9/11 and 7/7. Muslim youths are also likely to feel alienated by a focus on shared Brutishness, rather than multicultural diversity. Rather than promoting a single British “us” teaching should acknowledge that “us” can be diverse and plural. Children should be encouraged to explore differences in appearance, history and religion to reduce social and educational fears.
It is absurd to believe that Muslim schools, Imams and Masajid teach Muslim children anti-Semitic, homophobic and anti-western views. It is dangerously deceptive and misleading to address text books and discuss them out of their historical, cultural and linguistic context. It is not wrong to teach children that Jews are committing the same cruelty in Palestine what German did to them before or during Second World War. It is not wrong to teach children that anti-social behaviour, drinking, drugs, homosexuality, sex before marriage, teenage pregnancies and abortions are western values and Islam is against all such sins. This does not mean that Muslim schools teach children to hate westerners, Jews and homosexuals.
Extremism, homophobia and anti-Semitism are nothing to do with Islamic teachings and beliefs. Islam does not teach that Jews and Christians are pigs and monkeys. The Policy Exchange Think-tank should concentrate on institutionally racist British schooling with chicken racist teachers. Muslim parents do not want their children with behaviour problems that include unprovoked aggression, promiscuity, violence, eating disorder, bullying and alcohol. According to ATL, teachers believe behaviour is worse than it was five years ago, with even five year olds being disrespectful, intimidating and violent. This is the true picture of British broken society and the Muslim community does not want to be integrated.
Who says that Europeans are civilised. They are the most savage people in the world. They are guilty of massacre during the time of Crusade in Jerusalem. They not only slaughtered Arab Muslims but also Arab Christians and Jews. They massacred American Indians in millions. They slaughtered Aborigines who welcomed them in the first place. British massacred millions of Indian Muslims after the War of Independence in 1857. Millions of their children were converted to Christianity by the Christian Missionaries.
I’m not sure how learning English will help stop extremism either, many of those who have carried out/plotted atrocities have been highly educated. Speaking English does not promote integration into British society, and broaden opportunities. English speaking Muslims still face discrimination in jobs, education and housing. English speaking Muslim youths are angry, frustrated and extremist, thanks to English language. English language is not only a lingua franca but also lingua frankensteinia. Human right also covers linguistic right. Cultural and linguistic genocide are very common. British schooling is murdering community languages like Arabic, Urdu and others. English is today the world killer language. Linguistic genocide is a crime against humanity and British schooling is guilty of committing this crime.
English is one of the most damaging subject, reflects secular and immoral beliefs that contradict the viewpoint of Islam. Romeo and Juliet of Shakespeare advocates disobeying parents and premarital relations. Most people know English as a language, perhaps as a global language. Now English has become an industry, according to Ahmar Mahboob from the University of Sydney. There are a range of commercial, economic, and industrial interests that are affiliated to it. It is these interests that we will call ‘industry’. English language relates to the interests of corporations and governments, who use the language to make money and to promote certain beliefs and practices. As English was (and is) learnt in many parts of the world as an additional language, the learners need teachers, teaching material, and language tests, etc. This need for teachers and material has led to a development of a large number of local, national, and multinational corporations that train and produce these human and material resources. Speaking English does not promote integration into British, American and Australian societies, and broaden opportunities. English speaking Muslim youths are angry, frustrated and extremist, thanks to English language. English language is not only a lingua franca but also lingua frankensteinia. Human right is also covers linguistic right. Cultural and linguistic genocide are very common. English is today the world killer language. Linguistic genocide is a crime against humanity and British schooling is guilty of committing this crime.
Official figures show that almost one million pupils speak English as a second language but British schooling has been accused of making them notoriously monolingual Brits. The teachers even discourage children to speak their languages at schools. The teachers do not teach them Standard English. The children learn local English accent in playground and in street. British schooling is also responsible for turning away bilingual migrant children from their mother tongues. It does not encourage or provide facilities for the teaching and learning of their languages. There is a positive co-relation between British schooling and Aborigines Protection Act. It enabled to remove children from their parents and to place them in institutions so that they could forget their cultural roots and languages. British schooling has been anglocising Muslim children and they find themselves cut off from their cultural heritage and languages. Teaching profession does not like Muslim children attending Masajid in the evening or at weekends to learn the Holy Quran, Arabic, Urdu and other community languages. Even full time Muslim schools have been classified as “Osama bin Laden Academies” by Nasuwt Teaching Union. Majority of anti-Muslim stories are not about terrorism but about Muslim culture–the hijab, Muslim schools, family life and religiosity. Muslims in the west ought to be recognised as a western community, not as an alien culture.
According to recent studies, bilingual Muslim pupils feel unsafe and unwelcome in state or public schools because they are bullied by native children. Anthropologist Laura Gillian from Danish Pedagogic University, who has carried out field work, believes that many minority children feel that they do not belong in their schools. The feeling of alienation, as well as dissatisfaction with the curriculum, has been brewing for a long time with the result that many ethnic groups have started their own private schools. The Manifesto of the Norwegian Terrorist and mass murderer clearly states that in Europe Pakistani Muslims are on the increase because of migration and high birth rate and one day they are going to demand the Pakistan of Europe. When he was in school, he was afraid of a Pakistani gang. He is afraid of popularity of Islam and reversion of Europeans.
Islam is the largest non-Christian faith in Britain, and has the worst press. It is the only religion about which it is permissible to publicly express uninformed hostile opinions. According to Lord Hattersley, fundamentalism is less acceptable when it is not white. Islam has been a focal point for the new racism, and remains on the edge of mainstream British life. The changing political and legal environment in western countries across the board has undermined the quality of life of western Muslims. Many face discrimination in the work place, are victims of racial and religious profiling, international travel has become difficult and risky. Islamic institutions, and particularly Masajid and Islamic Charities face harassment and unnecessary scrutiny. The murder of a Dutch film producer, the denial of a visa to the US for Tariq Ramadan and the humiliation deportation of Yusuf Islam from the US immediately on arrival are all front page news all over the world. Cryer caused great offence within the Muslim community by her pronouncements on issues of children not speaking English at home, and her criticism of transcontinental marriages. The choice of wives ensures that the children will grow up confident and familiar in both cultures. France officially mourns Pope but bans Muslim scarf. It shows the hypocrisy of French Secularism.
Ofsted has only blamed Muslim schools for the failure. Students at Muslim schools achieved over 88% A/A* at GCSE. They turn out confident, well adjusted young people who are, in the main, passionate about learning as a lifelong process. Children leave schools with full self-confidence and self-esteem because they do not suffer from institutional racism in Muslim schools. Muslim teachers are true role models for them during their developmental periods. What gives OFSTED the right, or indeed any Brit, to preach to minority groups about how they should live their lives. This is a cosmopolitan country, the Muslim community have the right to educate their children how they choose. Studying the Qur’an will certainly help towards these children becoming fully integrated citizens of the UK. The Muslims don’t want to integrate or abide by western law. Just because they don´t want to wear nude clothes or at least cloth that can show how big her breast are… so these people failed to integrate. Just because they don’t like free sex, then these people failed again.. what a dirty Bush mind you have!
Bradford has been named as having the second worst performing secondary schools in the country, according to Ofsted judgements. Figures published by the school’s inspector suggest 71 per cent of secondary school students in Bradford are attending schools deemed “not good enough” by the Government. While only five per cent in Bradford were officially labelled as “inadequate” by Ofsted, a massive 66 per cent attend schools which only reach “satisfactory”. In his first annual report published yesterday, Ofsted chief inspector Sir Michael Wilshaw said he was “worried” about the number of pupils across the country attending schools “judged to be no better than satisfactory”.
The regional director for Ofsted, Mike Cladingbowl, told the Telegraph & Argus that children were not getting the education they deserved. He said it was not simply down to children’s backgrounds but the quality of school leadership was the biggest factor. Education chiefs and leaders in the district have warned that while more needs to be done, the report fails to show the improvement made in Bradford in recent years. Bradford West MP George Galloway said: “Good and outstanding are the very least we should expect – we want every school in the city to be at least a good standard and these results are completely and utterly shaming of consecutive councils and in particular the Labour one. “Since the first day I arrived in Bradford it has been a campaigning issue, determined to get the standards of schools in this city raised, to get every single one at least at the good standard. “It’s absolutely unacceptable that the majority of schools in this city are failing pupils and parents.”
State schools get appalling Ofsted reports as well. There will be good and bad state schools and good and bad free schools. Muslim Girls school tops state school rankings in Blackburn. Yet, the only news we get is about a failing school in Derby. There are good Muslim schools and there are bad ones. However, let’s be blunt, negative stories about Muslims predominate. There is a reason for that. And no, it’s not because Muslims predominantly do negative things. While it’s great that a Muslim school toped some ranking that isn’t news – just like the many Christian and secular schools that top local rankings aren’t. There is a very obvious reason why there are more negative stories about Islam than positive ones.It is funny how negative Muslim stories are given front page and positive Muslim stories are packed away where you have to actively look for them. What about the Catholic church for example: White British men who abused boys and were just placed in different institutions when caught and protected by their superiors.Or is it because we are white that we don’t behave badly or are blameless for any bad behaviour?The new inspection system will have a tighter focus on preparing children for life in multicultural Britain. In my opinion the whole of British education system has been preparing children for a mono-cultural society rather than for life in multicultural Britain. Muslim children have been mis-educated and de-educated by state schools for the last 60 years.
The present structure of OFSTED is not in a position to inspect Muslim schools properly. There is a dire need for bilingual Muslim Inspectors. Non-Muslim monolingual Inspectors are not in a position to inspect Muslim schools with bilingual Muslim children. OFSTED should employ bilingual Muslim inspectors for the inspection who should not only be well versed in English, Arabic, Urdu and other community languages but also in sciences and humanities. Muslim girl schools should be inspected by Muslim ladies inspectors. They must make sure that Bilingual Muslims children have a right, to be taught their culture, languages and faith alongside a mainstream curriculum.
Bilingual Muslim children need to learn and be well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. The problem is that they learn English in the streets and in the playgrounds. British schooling does not teach English to migrant children. The teachers let them speak the same accent in the classroom. They have no courage to stop them or correct them. This is one of the main reasons why one third of children have difficulties with reading when they leave primary schools. Majority of such children are bilingual Muslims. They often speak “street” with its own grammar, vocabulary and pronunciation. In other European countries and in the sub-continent argot and slang are not allowed into the classrooms. In Britain primary school teachers do not feel that it’s role to interfere with self-expression in any shape or form. They encourage children to read poems and stories written in ethnic dialects. Bilingual Muslim teachers are in a better position to teach English to their children.
You better teach your children in your own schools and let migrant communities teach their children according to their needs and demands. British Establishment and society should concentrate on the evils of their own society and stop trying to change the way of life of Muslims. Muslim community does not want to integrate with the British society, indulging in incivility, anti-social behaviour, drug and knife culture, binge drinking, teenage pregnancies and abortion. Prince Charles, while visiting the first grant maintained Muslim school in north London, said that the pupils would be the future ambassadors of Islam. But what about thousands of others, who attend state schools deemed to be “sink schools”? In education, there should be a choice and at present it is denied to the Muslim community. In the late 80s and early 90s, when I floated the idea of Muslim community schools, I was declared a “school hijacker” by an editorial in the Newham Recorder newspaper in east London. This clearly shows that the British media does not believe in choice and diversity in the field of education and has no respect for those who are different. Muslim schools, in spite of meager resources, have excelled to a further extent this year, with couple of schools achieving 100% A-C grades for five or more GCSEs. They beat well resourced state and independent schools in Birmingham and Hackney. Muslim schools are doing better because a majority of the teachers are Muslim. The pupils are not exposed to the pressures of racism, multiculturalism and bullying.
There are hundreds of state primary and secondary schools where Muslim pupils are in majority. In my opinion all such schools may be opted out to become Muslim Academies. This mean the Muslim children will get a decent education. Muslim schools turned out balanced citizens, more tolerant of others and less likely to succumb to criminality or extremism. Muslim schools give young people confidence in who they are and an understanding of Islam’s teaching of tolerance and respect which prepares them for a positive and fulfilling role in society. Muslim schools are attractive to Muslim parents because they have better discipline and teaching Islamic values. Children like discipline, structure and boundaries. Bilingual Muslim children need Bilingual Muslim teachers as role models during their developmental periods, who understand their needs and demands.
IA
London School of Islamics Trust